TEACHER TRAINING, PLAYFUL CULTURE, AND DIGITAL TECHNOLOGIES: VALUING TRADITIONAL GAMES IN ELEMENTARY EDUCATION

Abstract

This study investigates the influence of teacher education on the appreciation and use of traditional games in Elementary Education, considering their cultural and pedagogical dimensions. The research is descriptive in nature, with a mixed-methods approach (quantitative and qualitative), and was conducted in all municipal schools of a municipality in western Paraná, Brazil. Data were collected through questionnaires administered to Elementary School teachers and analyzed using descriptive statistics and content analysis. The results indicate that, although teachers recognize the importance of play in the teaching and learning process, there are significant gaps in initial and continuing teacher education, especially regarding the cultural dimension of traditional games. Furthermore, the findings reveal that digital technologies have the potential to enrich playful practices when integrated consciously and pedagogically. It is concluded that investing in public policies and teacher education programs that articulate playfulness, culture, and technology is essential to promote an integral, meaningful, and culturally contextualized education.